Abstract

This paper explores the significance of the current Occupations movement for the reinvention of teaching and learning in higher education. The first part explores some of the theories and pedagogical practices that underlie the educational dimensions of the occupations. The second part offers illustrations of projects that are confronting similar issues in higher education. The projects are Student as Producer and the Social Science Centre, both located in the city of Lincoln, with which the authors are involved. We conclude by suggesting that while the concept and practice of occupation contributes much to the ongoing debate about the meaning and future of higher education, it can be further radicalized by emphasising Occupy¹s inherent dynamic sensibility. This radicalized dynamic sensibility is defined as a new ‘pedagogy of space and time’ (Lefebvre 1990).

Additional Information:

This paper explores the significance of the current Occupations movement for the reinvention of teaching and learning in higher education. The first part explores some of the theories and pedagogical practices that underlie the educational dimensions of the occupations. The second part offers illustrations of projects that are confronting similar issues in higher education. The projects are Student as Producer and the Social Science Centre, both located in the city of Lincoln, with which the authors are involved. We conclude by suggesting that while the concept and practice of occupation contributes much to the ongoing debate about the meaning and future of higher education, it can be further radicalized by emphasising Occupy¹s inherent dynamic sensibility. This radicalized dynamic sensibility is defined as a new ‘pedagogy of space and time’ (Lefebvre 1990).